A Project of the Scottish Employability Co-ordinators' Network

Trepidatious no more
I’m sitting on the train home to Glasgow from Aberdeen after our first SHEEN Sharing Diigo training day. It was a gorgeous blazing hot sunny day. I approached this training with some trepidation. It felt a bit like Cherie and I had gone out on a limb in recommending Diigo as the tool of choice for the Scottish Employability Co-ordinators’ Network. On paper (and in my experience) it looked very close to meeting all of the ECN’s requirements, but getting people to try a new tool is something different. Didn’t feel we had much of a fall-back position if they didn’t like it, or if they found it too hard to bother learning to use.

Stoked by the chaos and keenness
Anyway, I’m absolutely stoked. I remember when I used to run training sessions on the Stòr Cùram repository, and I’d have my slides and lesson plan and handouts lined up. Then they’d see the first slide, log onto the repository, and proceed to ignore me for the rest of the session except to call out questions in a chaotic manner while digging hell-for-leather into the software. It was a bit like that today. You know it’s gonna work when they get on with it without you.

Getting started on Diigo: a community of practice in miniature
In true community of practice fashion, James (Robert Gordon University) ended up practically training Joy (Aberdeen University) under my nose, because he had already not only imported his bookmarks from Firefox, he’d installed the Diigo Toolbar and pretty much taught himself to do the bookmarking, highlighting and annotating of Web resources that is the key to Diigo’s goodness. I’d not wanted to burden participants overly before the session, and had felt guilty about even asking them to get Diigo user accounts and import their bookmarks. I wasn’t sure about how the latter would succeed, at home or in their offices with different OS/browser setups. I’ve found that Diigo can be slow and buggy when importing bookmarks from file from browsers or other bookmarking services. I also hadn’t wanted to get involved in trying to get folk to install the Diigo Toolbar until we got into the training session. The thing is, once you have the Diigo Toolbar installed, you can import your browser bookmarks in a couple of clicks, without going through the export file / import file palaver. Which James worked out for himself.

Look out future Diigo trainees: you’ll need to prepare!
Pam (St Andrews University) had also got herself a user account and imported her Delicious bookmarks (with tags intact) in preparation for the training day. She’d installed the Diigo Toolbar without realising she’d done it. It’s that quick and easy. So I have fewer qualms about asking folk to do this before the next two training sessions. I’m further pushed to this by the fact that university computer labs won’t let you install new software in the training session, so my original idea of showing them how to do it is moot anyway.

University computer labs not the best places for Web 2.0 training sessions?
Speaking of university computer labs: we had planned a 3-hour training session, of which I thought we needed every minute. Lucky we didn’t need every minute, because it took us an hour to get sorted out so we could start. First off, I’d asked those that had them to bring wifi-enabled laptops (by no means a given in the ECN)- luckily all three of today’s participants had them. Otherwise we would’ve had to let some folk use the computer lab PCs, on which they couldn’t have the Diigo Toolbar installed, which was no use at all. However, the next fly in the ointment was that the wifi signal wasn’t strong enough in the lab! So we had to go to another room, get everyone on the wifi there, after much faffing. In the end though, James and Pam were so far ahead of where I’d expected them to be, and the group was so small, we still managed to get through everything I’d wanted to cover in two hours. The next two training groups are bigger though, so I’ll need to be on the ball about making sure we have adequate technical support beforehand.

Joy of Joy: and getting quick help from Diigo
We even managed to get Joy up to speed right there in the session, even though she hadn’t had time to do any prep. It helped that she doesn’t bookmark much anyway (she relies on browser history, and Google, which I can related to!) so we didn’t have to install any prior bookmarks. She was the only one using IE though and we found that the edit bookmark popup wouldn’t appear for her when she tried to edit tags for a bookmark. I was off straight away Tweeting @diigo for help- and they responded really quickly. We didn’t get that problem solved by the end of the session but it was impressive and comforting to see how on-the-ball they were- for the participants as well as for me. We pretty much ganged up on Joy and told her to get Firefox anyway.

Sharing student experiences via Diigo Webslides and MediaWiki
Pam had asked if she could speak with me after the training to get some support and ideas around her idea for a SHEEN Sharing Student Experiences Group. She wants to better be able to both encourage students to share case studies of their work placement experiences for the St Andrews Careers wiki (e.g. see their School of Modern Languages page, with some student experiences at the bottom), and to find a better way of presenting said case studies. Well, I am certain she’s already doing a good job extracting the case studies from students, however, we both thought a little added bribe of offering a draw for an iPod or an Amazon voucher might help; I didn’t really think offering a more Web2.0ish method than the wiki form she’s already set up would help. What we did come up with was using Diigo’s Lists and Webslides feature, which lets you set up a live Web slideshow of links you have bookmarked*, to showcase the case studies (the main problem being the gnarly wiki structure which made it difficult for Pam to provide easy access to them). We examined how you can publish a Webslides List slideshow to many and varied places, and also how you can get an iFrames widget and embed it straight into a site, including, if you have the correct extension installed, into a MediaWiki page. However, we don’t yet know if her university’s IT manager will allow the latter, so she’ll be happy with the former, and just make a link in the wiki (and anywhere else she can think of). They’ve had a few issues with students not wanting their personal stories and pictures being too widely publicised, so she’ll just be keeping it on St Andrews Careers site, and she’ll be creating different Webslides shows for different subject and discipline areas. We also decided to start using the Diigo Groups feature to start an ECN discussion about collecting and disseminating student experiences.

The Twitter open plan office
Pam also mentioned that she misses working in an open plan office- she enjoyed the face to face chatting, laughing and immediacy of ideas and help today. She’s already trying Twitter: I know Cherie and I think Twitter would work much better as a virtual open plan office for the ECN (distributed as they are around Scotland) if more joined, but one thing I promised was to send her the blog post about setting up TwitterFox so she can have it at least sitting in the corner of the Web while working.

A SHEEN Sharing case study for Diigo?Maggie Tsai at Diigo had emailed me a week or so ago asking if I could submit a case study of our use of Diigo in SHEEN Sharing. I’ve held off responding until now because I just wasn’t sure how well it would go down with the ECN group. But I’m feeling more confident now. I’ll be emailing her back this week.

*** NB: This post is an example of using Diigo to publish a Diigo List of bookmarks to any Web tool or Website.. what you see below is exactly how it appears after selecting Publish > WordPress in Diigo ***

*** This Diigo List contains the four Netvibes and Pageflakes project sites I used to show the SHEEN Sharing Development Group what kinds of things can be done with Netvibes. They are still worth a look for that reason. Thanks to the colleagues on Twitter who responded so swiftly and sent these ***

On June 9th, Cherie Woolmer (SHEEN Sharing project lead at the University of Strathclyde) and I went to York to have a chat with the Higher Education Academy’s EvidenceNet folks, and also some of their employability experts.

We started with a very nice lunch (thanks HEA!) and then I gave them an up-to-the-minute presentation outlining SHEEN Sharing’s work, which you can see embedded at the end of this post. We showed them this blog, our Twitter feed, and most importantly, our prototype Employability Netvibes site, and talked about how we are going to use Diigo to share and discuss resources, and disseminate those resources and discussions.

We then heard from the Heather Fotheringham and Sarah Heaton about EvidenceNet – which is to be a new repository for evidence in support of good teaching and learning practice, including resources, events and “networks” (in other words you can search EvidenceNet to find groups and organisations of interest). The plans sounded excellent- good sound repository development for Phase 1, and some exciting plans for Phase 2 in supporting communities of practice using EvidenceNet with Web 2.0 / social software applications.

We were lucky enough to have arrived on the day that Sarah was presenting the near-final launch version of EvidenceNet to the whole Academy group involved in it, and, I guess we impressed enough with our enthusiasm for both repositories and Web 2.0 that we were invited to this meeting. I can say that so far it looks great- a really nice, clean, attractive and usable interface (this is based on sitting in a presentation for 15 minutes you understand) and a lot of good clear thinking gone into how the repository will work for users.

They’ve built the thing from scratch, BTW- well, by “from scratch” I mean they’ve harnessed some existing technologies like a commercial CMS and a search engine and so forth, rather than using an existing off-the-shelf repository tool like intraLibrary or ePrints. (It would certainly be interesting from this point of view to get them involved in the various repositories communities to share the different perspective this must have wrought).

They’ve been brave enough to try to create a faceted search interface: it’s never easy to do this in a usable way for people who aren’t librarians or post-doc researchers! But from what I saw it’s looking pretty good. So you can filter your search by resource type, discipline and pedagogic themes.

However, they’ve also made adding vocabulary terms for these facets a mandatory metadata element. Be interesting to see how that goes: one of the more annoying and time-consuming parts of metadata creation even for cataloguers, never mind non-professionals. There are always resources which don’t fit any of your vocabulary terms, too. Still, I suppose you’ve got to aim for the thing you want and see how it goes. They do have people checking metadata quality as well, which was music to my ears.

Some concerns I had before going down were a little allayed- like how were they going to make sure they got lots of current, useful content into the repository? They’ve been working with the HEA Subject Centres, some of the CETLs, and I think other groups as a trial for getting specific communities of practice involved in contributing content- and they say they have some fancy metadata migration tools that help people create metadata simultaneously for their local repository and in EvidenceNet. It’s looking like they will have ca 3000 resource records already in Phase 1. They are looking at all sorts of stuff around where content should be hosted, how metadata should be shared, etc. There was a fair bit of discussion around the pain of metadata creation: Jane Kettle, an HEA employability adviser, found herself spending more time than she thought possible on creating metadata for employability resources! Cherie was quick to empathise after spending a good few hours tagging her bookmarks in Diigo for SHEEN Sharing.

They are trying to keep their remit very clearly defined: it’s about evidence for good teaching and learning practice, not learning objects, for instance (so they are complementary to Jorum). They are for teaching practitioners as well, so they do not intend to compete with services that support researchers, although inevitably there will be some overlap in both LOs and research.

One great concern for them and us was making sure they utilise the possibilities of Web 2.0 as fully as possible during their Phase 2 roll-out later this year. Probably the worst thing would be some kind of half-way house approach that is a bit Web 2.0y but doesn’t fully engage with how this stuff can really power your resource sharing, sharing of teaching and learning practice, and dissemination. A lot of people will be watching and waiting to see what they achieve; whether it can be of use to educators. They have been, and will continue to seek out the ideas and feedback of the UK HE community.

I harped on mostly about how they needed to have lots of juicy feeds capability to enable people to grab, display, disseminate or just remain informed of resources in all kinds of flexible ways. When I showed them the different feeds and Yahoo pipes we make available in our Netvibes site, they were gratifyingly enthused, so I hope they take that on board! Given that intraLibrary has been offering feeds based on searches (simple and advanced), browse terms, colleactions, tags, etc., for some time now, I don’t think there is any excuse for a repository not to be offering this.

I’d also quite like them to have the ability to ingest things in various ways (feeds, SWORD) so that relevant content can be pulled in or viewed in ways that work for how the different communities using EvidenceNet share. For instance, SHEEN Sharing is sharing resources (with tags, descriptions, discussions) using Diigo- wouldn’t it be great if EvidenceNet could just pull that stuff into its catalogue without much further effort?

This leads into the main reason SHEEN Sharing was there: how might EvidenceNet support our exit strategy and sustainability? Well, we got as far as offering to stay in touch, to host them in a return visit soon, and possibly engage the ECN as another community who might contribute resources. We’ve also given them our literature review, and benchmarking / requirements reports, to help support their own requirements gathering for Phase 2.

We also had some discussion about the employability agenda north and south of the border and how the differences impact the work employability staff do in England and Scotland. But that’s more Cherie’s area- I’ll wait and see if she wants to say anything.

Here are the slides I showed them re SHEEN Sharing- have a look for an up-to-date summary:

Full SHEEN Sharing Benchmarking and Requirements Report (Final Public Draft) available here.

This report is primarily the result of a series of workshops with, and a survey of the Employability Co-ordinators’ Network. My thanks for their honesty and enthusiastic participation.

Introduction to SHEEN Sharing Benchmarking and Requirements Report

The SHEEN Sharing Project aims to support the Employability Co-ordinators’ Network as a community of practice, with a particular focus on utilizing online tools to communicate about, share and recommend resources of relevance to their employability work. The project will also support discovery and dissemination of relevant employability resources for stakeholders outwith the ECN, e.g. academics, staff developers, student support departments, funding bodies, national services, etc. Outputs and findings will benefit the wider education community, and the FE and HE funding bodies across the UK, by contributing to sector knowledge and understanding of resource sharing and community support using current Web technologies.

In preparing for the major work of the project Workpackage 4: Trials of Web 2.0 Tools, I gathered ECN requirements and ascertained co-ordinators’ level of awareness and experience with Web 2.0 tools in their work. This exercise, Workpackage 3: Requirements Gathering, was carried out in the first three months of the project from January to March 2009, in parallel with Workpackage 2: Web 2.0 Review; both fed into each other during this period. See also the SHEEN Sharing Review report here.

Executive Summary

Who are the Employability Co-ordinators’ Network?

Etienne Wenger, one of the key educators on communities of practice, notes on his website that:

“Communities of practice are formed by people who engage in a process of collective learning in a shared domain of human endeavor: a tribe learning to survive, a band of artists seeking new forms of expression, a group of engineers working on similar problems, a clique of pupils defining their identity in the school, a network of surgeons exploring novel techniques, a gathering of first-time managers helping each other cope.”

Looked at as a community of practice, the ECN is:

National (across Scotland), and geographically distributed, with some members, particularly in the north of Scotland, less able to attend centrally based meetings;

Mostly female (76% female / 24% male);

A mix of part-time and full-time (59% full-time / 41% part-time);

A mix of professional backgrounds;

A mix of institutional situations, in terms of:

the type of department they are based in (59% educational/staff development / 41% careers service), some being co-located in different departments;

the emphasis required by their institution on employability work (including working at a policy level; working on curriculum and course development; and working directly with academics and students);

university type, from red brick to the ancients, including the Open University and the federated UHI Millennium Institute.

Temporary: funding for their work will not continue beyond the next couple of years.

Some implications:

There is significant time pressure on many ECN members;

There are a range of professional and institutional cultures, priorities and communication styles coming to bear on their ability to participate;

There are institutional cultures with different approaches to and support for use of technology (for instance, one institution blocks use of certain Web 2.0 tools on campus; another doesn’t allow use of Flash);

There is a sense that the work accomplished must somehow not be lost after the end of the ECN’s funded tenure in this role.

So, although this is a small group of professionals, it cannot be assumed that they have access to the same resources, have the same work priorities and pressures, or have similar jobs.

However, despite their differences, it is clear that the ECN has worked from the beginning as a community of practice, engaging in a process of collective learning about their tasks as university employees whose remit is to promote employability for the benefit of students in higher education and their potential employers. Given the affordances Web 2.0 can offer to a distributed community like this, the SHEEN Sharing project could have much to offer in their continued work, learning and professional development.

What are the requirements of the ECN?The basic requirements that have emerged are as follows:

Communication:

Mutual support;

Sharing experience, practice and learning.

Resource sharing, comprising:

Resource discovery, sharing, recommending and rating;

Sharing experiences of use of resources;

Targeted resource dissemination to all stakeholders.

During the initial meetings, however, it also became clear that learning new skills in utilising Web 2.0 technologies would be helpful in their roles supporting teachers and students with employability issues, an impression supported strongly by the SHEEN Sharing Review. As noted in the recent report of an independent Committee of Inquiry into the impact on higher education of students’ widespread use of Web 2.0 technologies (entitled ‘Higher Education in a Web 2.0 World’ ):

“[…] the dispositions developed through engagement with Web 2.0 technologies – to communicate, participate, network, share etc – overlap with what are viewed both as significant 21st century learning skills and 21st century employability skills.”

Benchmarking the ECN

ECN members communicate less frequently than they would like, largely due to time constraints and issues of information overload, with all forms of communication tending to occur monthly or less. The ability to communicate privately and in a targeted way is valued, as are opportunities to meet in person, or to utilise tools which simulate the informality and support of face-to-face meetings.ECN members use bookmarking as the primary method of saving resources they have found, which points to social bookmarking as a possible way forward for SHEEN Sharing. They tend to rely on Web searching to find resources again, and email to share resources with colleagues. However, a considerable number of ECN members have low confidence in their own efficiency and effectiveness with finding, sharing, disseminating and re-discovering resources; un-surprising given their desire for the SHEEN Sharing project to help with this.

To date, ECN members have some experience in their personal lives with social networking tools, but not much enthusiasm for them, and less experience with the main resource sharing and dissemination tools required for SHEEN Sharing. However, they strongly support the major aims of the project: sharing opinions, practice tips and ideas around resources with ECN colleagues and other stakeholders, and improving their own efficiency and effectiveness in sharing resources.

Extra special thanks to Richard Hall (De Montfort University), George Roberts (Oxford Brookes University) and Sheila MacNeill (JISC CETIS / University of Strathclyde), who kindly allowed me to interview them about their excellent experience in the use of Web 2.0 to support communities of practice in UK higher education. Honourable mention also to Tony Hirst and the Open University SocialLearn folks who also inspired and helped me.

Introduction to SHEEN Sharing Review
The SHEEN Sharing Project aims to support the Employability Co-ordinators’ Network as a community of practice, with a particular focus on utilizing online tools to communicate about, share, and recommend resources of relevance to their employability work. The project will also support discovery and dissemination of relevant employability resources for stakeholders outwith the ECN, e.g. academics, staff developers, student support departments, funding bodies, national services, etc. Outputs and findings will benefit the wider education community, and the FE and HE funding bodies across the UK, by contributing to sector knowledge and understanding of resource sharing and community support using current Web technologies.

In preparing for the major work of the project, Workpackage 4: Trials of Web 2.0 Tools, I reviewed literature about, and current practice with, the use of Web 2.0 for the purposes of resource sharing and community of practice support in higher education. The intention of this review was to inform the SHEEN Sharing project as to the best way to proceed with helping the ECN. The short timeframe and small project team precluded an exhaustive literature review, and it was not intended to be overly formal or theoretical, but rather to offer the project an overview of the current landscape, and key tips, tricks, and pitfalls to avoid.

This work, Workpackage 2: Web 2.0 Review, was carried out in the first three months of the project from January to March 2009, in parallel with Workpackage 3: Requirements Gathering; both fed into each other during this period. See also the SHEEN Sharing Benchmarking and Requirements report here.

Executive Summary: Tips, Tricks, and Pitfalls to Avoid
Drawn from the various reports, and more crucially from the interviews recorded in the Appendices, these tips and tricks are the key purpose of this review:

Know your community

Their makeup, professional background, how diverse they are;

Their technical expertise and confidence levels;

Their enthusiasm for the project’s remit;

Look at their personal resource management strategies (so you can fit in with these);

What their local drivers, barriers, pressures and policies are that affect the project’s remit.

Engage and support your community

Be aware of individual visibility and ensure equitable opportunities for participation;

You need champions and mentors who are embedded in the community;

Champions / mentors need to model good practice;

Engage the most keen to mentor and teach those who have less time but are interested: that’s how communities of practice work;

Use the kind of tools you’re going to be encouraging for project management functions;

Offer lunch for meetings – gets folk along;

People engage best when they are told stories by their peers (not talked at by experts);

Focus on what will make their lives easier, enhance their work, save time and be fun;

Find out what their problems are and go down the route of solutions;

Look for common tasks that they want to carry out and build activities on those;

Use a team-based approach to embed tools, give support (engage line managers);

Local university technical departments can cause barriers by blocking certain tools and technologies;

Project participants ultimately focus on whatever the official project outcome is. If it’s a formal report, they will work towards a formal report that ticks the boxes.

Employability and Web 2.0

“[…] the dispositions developed through engagement with Web 2.0 technologies – to communicate, participate, network, share etc – overlap with what are viewed both as significant 21st century learning skills and 21st century employability skills.” (Hughes, 2009);

This fact could become a significant driver for encouraging employability co-ordinators in developing their own Web 2.0 skills, the better to engage in a useful way, and understand, their stakeholders;

SHEEN Sharing can enable the ECN to become champions for all that Web 2.0 represents, of crucial importance at a time when, as George Roberts notes in his introduction to the JISC Emerge final report (2009): “information literacy is being dynamically redefined”.

The above links take you to each document’s page on Scribd, where you can view, print, download (in various formats) and share them. You’ll also see them listed under the Project Documents from Scribd heading in the far-right-hand column.

I’ve done separate postings for each here and here on the blog, which consist of the introduction and executive summary for each report.

Look here (and save this URL) for details re our upcoming Diigo training days. I’ll update this page as soon as possible with further details such as maps, exact times and parking instructions. If you haven’t already done so, please email me your RSVP regarding which training day you want to attend.

*** IMPORTANT ***

*** All participants: please download and follow these instructionsbefore coming to your Diigo training session. The instructions are to get you a Diigo account, get the Diigo Toolbar installed on your computer, and get your existing bookmarks and favorites imported into Diigo before we start ***

Maps from Strathclyde website in various formats here – make sure you go into Graham Hills at the 50 George Street entrance, not the 40 George Street entrance. It’s about a 10 minute walk from Glasgow Queen Street Station, and is the same place where we’ve met with Cherie many times. Come to CAPLE on the 2nd floor.

23 July, 10am-1pm, Edinburgh University (King’s Buildings, a wee bit out of city centre).

It’s funny what you come up with when you’re supposed to be writing up a big old document (in my case, the final polished version of the SHEEN Sharing Literature Review and Requirements Review docs). Was thinking about LibraryThing, which is possibly my favourite Web 2.0 app, and one I only use for personal stuff.

It’s a huge favourite out there to, particularly as a cross-over into the web for Luddite book-lovers. Basically, you can make a web catalogue of all your books, and include reviews, ratings and tags. And you can see others’ reviews and ratings, and get automatic recommendations, and join groups of like-minded others.

When I joined I even wrote away for their lovely barcode reader in the shape of a cat (oh how they know their target audience!). Because you don’t have to manually catalogue your books: you can just enter the ISBN, and you’ll get the full catalogue record immediately. Plus a nice little thumbnail image of the book’s cover.

Thinking about applications of LibraryThing for SHEEN Sharing: some folk mentioned that many of their favourite resources are non-digital, hard copy only. Here’s a way of sharing those. Because, like everything else, LibraryThing offers feeds and widgets, so we can expose our recommended employability resources via our Netvibes page.

Also, small libraries now use LibraryThing to catalogue their collections online. There are a number of English university careers’ services already cataloguing their libraries there. To see what a LibraryThing feed looks like in Netvibes, go to the Student Resources tab on our Employability page; you’ll see one from The Careers Group (UoL), and one from King’s College London. NB: You can see reviews and recommendations, where available, by clicking on the books’ titles.

At the moment, as with Diigo, LibraryThing appears to have a small bug in its feed capabilities. It offers the ability to have a feed based on a search for the tag “employability”, but the feed doesn’t work. I’ve contacted them to find out if it’s a known bug, and when it will be fixed.

In the meantime though, if folk think it’s a nice idea, and if you have books and other hard-copy resources you want to share, we could start up a SHEEN Sharing LibrayThing account and start entering stuff there.

SHEEN Sharing started up largely because members of Scotland’s Employability Co-ordinators’ Network (ECN) were finding sharing resources about employability in a useful, sustainable way tricky. They mostly communicated via their closed JISCmail list, including sending links and resources they thought would be of interest to others. But it was hard to contextualise these resources, expose them easily to other stakeholders, or even find them again.

As a result, this project is getting the ECN set up on fabulous social bookmarking site Diigo to share resources, with Netvibes as an external dissemination route. We just had a meeting about it yesterday in fact. See previous discussions here.

Today I opened my email to find the following from the JISCmail List-Owners email group:

From Tuesday 16th June, every list homepage
(https://www.jiscmail.ac.uk/yourlistname) and every posting stored on
the JISCMail online archives will include a bookmark/share button
which will have links to a selection of social bookmarking/sharing sites.

Social Bookmarking allows you to share, store, organise, search, tag
and manage webpages you would like to be able to revisit in the
future, or share with others. For example if a posting is made to a
JISCMail list that you know will be of interest to someone else you can
email a link to that person using our button. Alternatively you can
choose one of the social networking sites you are registered with, e.g.
Twitter or Facebook, to share the link with a group of people. You
might use the sharing button to bookmark a link to your list homepage
or a particular posting on a list that you can revisit at a later date on a
site such as Delicious.

I e-mailed them immediately to ask that Diigo be included in the available buttons in JISCmail. Turns out: they were doing that anyway! So let’s have a look on June 16th and see how we can make that work for us. There must be old links and postings in the ECN archives that we can bookmark in Diigo via JISCmail’s new tool. And some of us will keep sending links to the list, or receiving and sending links via other JISCMail lists, so it should be helpful into the future!

About

The SHEEN Employability Co-ordinators’ Network (ECN) used this blog to disseminate SHEEN Sharing project documents and activities with anyone interested in promoting employability for students in higher education, or the use of Web 2.0 in resource sharing.